Proposition 301 Results- Goal To Increase Library Book Circulations
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Here are the results of our Prop. 301 interventions. The library had several reading drives: Banned Books Week, Teen Read Week, Reading Over the Holidays, Love of Reading Week, Read for Spring Break, and National Library Week. Teachers worked with the library awarding extra credit for reading over both breaks. In addition, teachers helped by bringing their classes into the library to checkout books on a regular basis.
Other interventions included bimonthly book displays and communicating to teachers what items were available in the library via email. All staff members were invited to an open house in April.
During research paper teaching sessions, students were shown how to use CDO Library’s resources, as well as taught what the public library had available to encourage reading outside the CDO Library. In May, Nanini’s Young Adult Librarian, Julie Tronson, came in to speak to students about the public library’s summer reading program and volunteer opportunities.
Data was collected from August 1st through April 30th for three school years. The month of May was excluded due to unreliable data collection caused by year-end collection procedures, which required that all books checked out after May 1st were to be checked out on an overnight basis using a pencil and paper to keep track of them rather than the computer.
The number of books checked out per student was figured by dividing the year-end totals by the 100th day figure for each school year. There was a 17% increase in library book checkouts per student from the 2001-2002 school year to the 2002-2003 school year and a 52% increase in library circulations from the 2002-2003 school year to the 2003-2004 school year. This is a 78% increase in library book checkouts per student since the 2001-2002 school year.
Our total library book circulations increased each year, even though our student population declined. The increase was 1.7% (8641 to 8787) the first year and 33% (8787 to 11741) for last year.
See the graphs below for more details.
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